Identifikasi dimensi pengetahuan yang mendukung keterampilan berpikir tingkat tinggi siswa

Monika Lintang Laksmi, Istuti Istuti

Abstract

Penelitian ini bertujuan untuk mengidentifikasi dimensi pengetahuan terapan, dimensi proses berpikir tingkat tinggi yang dapat dicapai, dan dimensi pengetahuan yang mendukung kemampuan berpikir tingkat tinggi siswa dalam pembelajaran biologi materi bakteri. Dimensi pengetahuan yang diterapkan di sekolah adalah faktual, konseptual, dan prosedural. Dimensi keterampilan berpikir tingkat tinggi (HOTS) meliputi menganalisis (C4), mengevaluasi (C5), dan mencipta (C6). Penelitian ini merupakan penelitian kualitatif dengan metode survei. Survei dilakukan dengan menyebarkan link google form karena situasi pandemi. Hasil survei digunakan untuk memperoleh data tentang HOTS dari tiga dimensi pengetahuan materi bakteri. Pengorganisasian data dilakukan dengan koding, menurut Saldana dengan cara jumper selama 3 siklus. Hasil proses berpikir tingkat tinggi siswa melalui tiga dimensi pengetahuan dari tiga siklus yang telah dilakukan yaitu: menganalisis (C4) sebesar 55,6%, mengevaluasi (C5) sebesar 46,91%, dan mencipta ( C6) adalah 39,51 %.

 

Identification of knowledge dimensions that promote student’s higher thinking skill in senior high school. This research aims to identify the dimensions of applied knowledge, the dimensions of higher order thinking processes that can be achieved, and the dimensions of knowledge that support students' higher order thinking skills in learning biology of bacterial material. The dimensions of knowledge that are applied in schools are factual, conceptual, and procedural. The dimensions of higher order thinking skill (HOTS) includig analyze (C4), evaluate (C5), and create (C6). This is a qualitative research with a survey method. The survey was carried out by spreading the google form link due to the pandemic situation. The survey results were used to obtain data about the HOTS from three dimensions of knowledge on bacterial material. Organizing data was carried out by coding, according to Saldana by means of jumpers for 3 cycles. The results of the students' high-order thinking process through the three dimensions of knowledge from the three cycles that have been carried out are: the analyzing (C4) was 55.6%, the evaluating (C5) was 46.91%, and the creating (C6) was 39.51 %.

Keywords

Keterampilan berpikir tingkat tinggi; Higher order thinking skills; HOTS; Dimensi pengetahuan; Dimensi proses berpikir; Coding

References

Amin, A., Duran, A., Zubaidah, S., & Mahanal, S. (2019). RQA Integrated with ADI : Empowering Students’ Ability in Posing Higher-Order Thinking Skill Questions. Jurnal Pendidikan Biologi Indonesia, 5(3), 511–520. https://doi.org/p-ISSN 2442-3750. e-ISSN 2537-6204

Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Pearson Education Group.

Brookhart, S. M. (2010). How to Assess Higher-Order Thinking Skills in your Clasroom. ASCD Member Book. https://doi.org/10.1177/002205741808801819

Mislia, T. S., Indartono, S., & Mallisa, V. (2018). Improving Critical Thinking among Junior High School Students through Assessment of Higher-Level Thinking Skills. Advances in Social Science, Education and Humanities Research, 323, 326–333.

Moleong, L. J. (2007). Metodologi Penelitian Kualitatif. PT Remaja Rosdakarya Offset. https://doi.org/10.1017/CBO9781107415324.004

Prasasti, P. A. T. (2016). Efektivitas Model Problem Based Learning (PBL) disertai Fishbone Diagram (FD) untuk Memberdayakan Kemampuan Menganalisis. Premiere Educandum: Jurnal Pendidikan Dasar Dan Pembelajaran, 5(02).

Putri, R. R., Ahda, Y., & Rahmawati, D. (2018). Analisis Aspek Kemampuan Berpikir Tingkat Tinggi pada Instrumen Penilaian Materi Protista untuk Peserta Didik SMA / MA Kelas X. Biodik, 4(1), 8–17.

Ramdiah, S., Abidinsyah, Royani, M., & Husamah. (2019). Understanding , Planning , and Implementation of HOTS by Senior High School Biology Teachers in Banjarmasin-Indonesia. International Journal of Instruction, 12(1), 425–440. https://doi.org/p-ISSN: 1694-609X

Ramlawati, Anwar, M., Yunus, S. R., & Nuswowati, M. (2019). Analysis of Students’ Competence in Chemistry Cognitive Test Construction Based on Revised Bloom’s Taxonomy. International Conference on Mathematics, Science, and Education, 1–7. https://doi.org/10.1088/1742-6596/1567/4/042006

Retnawati, H. (2015). Perbandingan Akurasi Penggunaan Skala Likert dan Pilihan Ganda untuk Mengukur Self-Regulated Learning. Jurnal Kependidikan: Penelitian Inovasi Pembelajaran, 45(2), 156–167. https://journal.uny.ac.id/index.php/jk/article/view/7493/6489

Saldana, J. (2013). The Coding Manual for Qualitative Researchers (J. Seaman (ed.); 2nd ed.). SAGE Publication.

Schraw, G., McCrudden, M. T., Lehman, S., & Hoffman, B. (2011). An Overview of Thinking Skills. In Assessment of higher order thinking skills. (pp. 19–45). IAP Information Age Publishing.

Schunk, D. H. (2012). Learning Theories: An Educational Perspective (6th ed.). Pearson.

Sugiyono. (2014). Cara Mudah Menyusun Skripsi, Tesis, dan Disertasi (STD). Alfabeta.

Suhaesti Julianingsih, S. J., Undang Rosidin, U. R., & Ismu Wahyudi, I. W. (2017). Pengembangan instrumen asesmen HOTS untuk mengukur dimensi pengetahuan IPA siswa di SMP. Jurnal Pembelajaran Fisika, 5(3).

Suharto, V. T., Waraulia, A. M., & Hermayani, T. (2019). The Implementation of Innovative Learning Models and Based HOTS Scientific Approach on Lesson Plan of Indonesian Language at Schools. International Conference on Education and Technology (ICETECH), 1–6. https://doi.org/10.1088/1742-6596/1464/1/012023

Syahida, A., & Irwandi, D. (2015). Analisis Keterampilan Berpikir Tingkat Tinggi pada Soal Ujian Nasional Kimia. Edusains, 7(1), 77–87.

Wijaya, P. A., Jasaruddin, J., & Arafah, K. (2019). Kemampuan Peserta Didik Kelas X dalam Menyelesaikan Soal-Soal Kognitif Tipe Menganalisis dan Mengevaluasi pada Mata Pelajaran Fisika. Jurnal Sains Dan Pendidikan Fisika, 15(1).

Yusnaeni, Corebima, A. D., Susilo, H., & Zubaidah, S. (2017). Creative Thinking of Low Academic Student Undergoing Search Solve Create and Share Learning Integrated with Metacognitive Strategy. International Journal of Instruction, 10(2), 245–262.

Refbacks

  • There are currently no refbacks.